Active breaks in the classroom to improve thinking skills

Not Applicable

Completed

• Conditions: Sedentary behaviour; Cognitive functions; Mental Health - Studies of normal psychology, cognitive function and behaviour

• Registration Number: ACTRN12618002034213
• Lead Sponsor: Deakin University

Brief Summary

Not available

Detailed Description

Not available

Study Timeline

• Results First Posted: 1900-01-01
• Study Completion: 2017-12-21
• Study Start: 2018-12-19
• Last Update Posted: 14 January 2019

Recruitment & Eligibility

• Status: Completed
• Sex: All
• Target Recruitment: 153

Inclusion Criteria

Children in Grade 1 and 2 mainstream schools

Exclusion Criteria

Having a visual or auditory impairment. This would have not allowed the researchers to measure most of the primary outcomes, as the selected measures are not designed for children with these types of impairments. Having a physical impairment that does not allow children to participate to the breaks would also constitute an exclusion criterion.

Study & Design

• Study Type: Interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
Response inhibition was measured using a computer-based Go/No-Go task[baseline and 5-6 weeks after intervention commencement];The proportion of oxy-/deoxy-haemoglobin in the prefrontal neocortex (i.e., brain activity) was measured via Artinis® single sensor functional Near-Infrared Spectroscopy (fNIRS), while performing a letter Go/No-Go task (i.e., click for all letters except 'X')[baseline and 5-6 weeks after intervention commencement];Working memory score was measured using the iPad-based NIH Toolbox List Sorting Working Memory Test[baseline and 5-6 weeks after intervention commencement]